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Currently, research is being done on the effects of culture and language on pre-school children’s ability to learn to count and complete other early numeracy tasks. The study includes Turkish, Chinese and English speaking participants. It is believed that the transparency of the Turkish and Chinese number naming systems, assists children from these cultures, in learning to count. Previous research has also shown a link between numerical board game play and improvements in children’s’ numeracy skills. The benefits of game play and adding structure to the English number naming system are outlined in the posters below. Counting Ability in Preschool Children: Numerical Board Games as an Intervention Roles of the Number Naming System and Home Experiences in Numeracy Development: Comparison of Chinese and Turkish. | |
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Count Me In was a research project funded by the Social Sciences and Humanities Research Council of Canada (SSHRC). Groups of children were assessed annually from 2004 until the final data collection session in the spring of 2007. We believe one of the predictors of success to be the development of basic counting and number skills. Our longitudinal model shows that young children can access multiple pathways to sucess in mathematics. The model is described the Child Development paper below. |
550 Children in study |
When and How Do We Introduce Number Concepts in Child Care? This study was conducted by the Canadian Child Care Federation (CCCF) in partnership with the team who brought you Count Me InThe goal of this research project was to gather information about the early numeracy and literacy knowledge, practices, and beliefs of early learning and child care (ELCC) practitioners. A web survey of Canadian Child Care Federation members and recruiting at two major child care conferences generated 768 respondents. The main findings and recommendations are discussed in this Executive Summary Report. |
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Jo-Anne LeFevre from Carleton University and Jeff Bisanz, from the University of Alberta, led the Count Me In project. They have been conducting research together on mathematical cognition since 1979. They have published the results of their studies in many journals and have contributed to chapters in a number of books. |
25 Years of Math Cognition Research |
Cross Cultural Numeracy ResearchIn order to ensure the success of this study, Jo-Anne LeFevre and Jeff Bisanz have gathered a team of researchers from across Canada , all of whom bring specific skills and knowledge to the project. Members of the Count Me In Project represent Carleton University and Trent University in Ontario, the University of Winnipeg, and the University of Alberta.
